DOCSLIB.ORG

Transformational Education the Togolese Case

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Transformational Education the Togolese Case AMERICAN UNIVERSITY- HONORS CAPSTONE Transformational Education The Togolese Case Tchilalou Sogoyou-Bekeyi University Honors in International Service Spring 2012 Dr. Patrick Ukata School of International Service Tchi Sogoyou Transformational led-type Education – The Togolese Case 1 Tchi Sogoyou Transformational led-type Education – The Togolese Case 2 Abstract Through the case study of Togo, I hope to demonstrate that transformational education, i.e. a mix of certain values-based educations, moral and civic education in particular, is the key in forming responsible, proactive, and ingenious individuals and good leaders in Sub-Saharan Africa. The assumption is that certain values, including universal held democratic values, in addition to country specific values and active citizenship will mold the Togolese in becoming a good and responsible citizen. Such an education will break through barriers of ethnic, group, or family based identities and subsequently creates a nation of people willing to build and maintain a functioning and accountable state. Unlike most of today’s leadership, individual brought under a transformational style led education will take initiatives on the behalf of their communities and country, and will ultimately not rely on prebendalistic behaviors or clientelism for personal enrichment. Personal rule and bad governance will decrease, thus enabling Togo’s development. This study reveals that such learning is brought about largely through a combination of more settled learning environments, more positive teacher–student and student–student relationships, enhanced self-esteem and a greater sense of corporate responsibility, this latter especially when forms of service learning or other social engagement strategies are explicitly incorporated. I choose this topic because of my personal beliefs in education, and the tremendous effects it can have on a population. As broad as education can be defined, it is undeniable that cultures, norms, and values are transmitted through teaching. I have a keen interest in development, and deeply believe that values based education may in fact be the solution for developing countries like Togo. Tchi Sogoyou Transformational led-type Education – The Togolese Case 3 Transformational Education – The Togolese Case Introduction Ethics is about developing new habits, new attitudes. It is about becoming sensitive to different cues, susceptible to different passions, and to redefine and reassess priorities (O’ Brien 1991, 25). Through the case study of Togo, I hope to demonstrate that transformational education, i.e. a mix of certain values-based education, moral and civic education in particular, is the key in forming responsible, proactive, and ingenious individuals and good leaders in Sub-Saharan Africa. The assumption is that certain values, including universal held democratic values, in addition to country specific values and active citizenship will mold the Togolese in becoming a good and responsible citizen. Such an education will break through barriers of ethnic, group, or family based identities and subsequently creates a nation of people willing to build and maintain a functioning and accountable state. Unlike most of today’s leadership, individual brought under a transformational led-style education will take initiatives on behalf of their communities and country, and will ultimately not rely on prebendalistic behaviors or clientelism for personal enrichment. Personal rule and bad governance will decrease, thus enabling Togo’s development. This study reveals that such learning is brought about largely through a combination of more settled learning environments, more positive teacher–student and student–student relationships, enhanced self-esteem and a greater sense of corporate responsibility, this latter especially when forms of service learning or other social engagement strategies are explicitly incorporated. I choose this topic because of my personal beliefs in education, and the tremendous effects it can have on a population. As broad as education can be defined, it Tchi Sogoyou Transformational led-type Education – The Togolese Case 4 is undeniable that cultures, norms, and values are transmitted through teaching. I have a keen interest in development, and deeply believe that values-based education may in fact be the solution for developing countries like Togo. This essay is an attempt at developing such a theory; it also serves as a preliminary work for a field research that I intend to undertake in the next couple years. The choice of Togo lays in fact that I am Togolese, and as many will condone, there is no better feeling than giving back to thy country! Literature Review The literature on Togo’s education is relatively poor. There is a prominent data on the disparity between male and female and its effect on the education, mainly referring to the lagging female enrolment (Sossou, and Tuwor 2008). Biraimah’s (1984) study on the impact of Western notions of gender-based role expectations in third world education with Lome Secondary School as a case study notes that: “the informal curriculum reproduce[s] a significant pattern of sex-role differentiation even though the school outwardly reflect[s] uniformity and equality.” The study also talks about schools’ ability to impact female roles expectations. Though revealing, for it shows the importance of gender role in the Togolese education, it has yet to relate to how such education shape both girls and boys in becoming better and responsible citizens. The misuse of educational funds is another point of discussion in the literature. Kogoe (1985) in one of his researches focuses on two measures -the reduction of both the enrollment and the price of education, and the improvement of the quality and quantity of the primary education- designed to improve the effective and equitable use of public funds for education in Togo. He further adds that education leaders in Togo miss the necessary skills for “the satisfactory functioning of schools” (Kogoe 1985). Similarly, Assiah and Pierre (2006) argue that: “unsuitable teaching methods [and] overloaded Tchi Sogoyou Transformational led-type Education – The Togolese Case 5 curricula” are the causes of Togo’s educational inefficiency. Furthermore, the relationship between community participation and access to quality education is highlighted. Indeed, Bray (2003) underscores the importance of community participation in education. Evidently, neither the type and structure of Togo’s education nor its role in forming great leaders is discussed. Hence, the need of a study, which offers alternatives such as a transformational led-type education to what Togo may currently have. Methodology Data collection for this paper was done using scholarly articles relating to education in general and values, character, moral, and civic education in both developed and non-developed countries in particular. A data analysis was then conducted by: 1) putting the question of education in perspective as it relates to Sub-Saharan African countries, notably Togo and the need of a change given the current political and social climate; 2) defining transformational education with an in-depth focus on moral and civic education. At which point, the case of values education was made, and Togo as a case study introduced. The final step was to propose recommendations based on successful attempts in the field. Personal Rule in Africa-Effects Much of the literature on development has focused on “economic development” with the assumption that economic growth is needed to lift the majority of developing countries out of their misery. It is undeniable that a certain type of economic growth may in fact bring about development and to a larger extent an improvement of living standards for the population in general. Yet, the case of developing nations, like China for instance, speaks volumes about such outcomes. Interestingly enough, many Africanists have noted most, if not all of, the issues related to the lack of development in Sub-Saharan Africa; Tchi Sogoyou Transformational led-type Education – The Togolese Case 6 ranging from mismanagement of resources, heritage of the colonial area, ethnic rivalries and bad leadership to the nonexistence of democracy, human capital, and knowledge know-how. Amongst these, bad governance or leadership seems to have been the most discussed. The amount of money extorted and stolen each year from developing countries is over ten times the approximately $100 billion in foreign assistance being provided to them by all the governments and civil society organizations in the world (UNDP 2008, 10). In many ways, corruption adversely affects a country’s development, and slows down or hinders any initiatives at becoming effective and accountable to the citizenry. UNDP (2008) refers to corruption as an exacerbating factor on poverty. It negatively affects economic growth, undercuts government capacity to collect revenue and reduces its ability to deliver social services (Lash 2003; Mauro 1997). Additionally, corruption reduces spending on health care and education, and redirects this spending towards the wealthy. Corruption affects state legitimacy by eroding state institutions and public confidence when elections are rigged and the will of the public is ignored. It fosters an anti-democratic environment characterized by uncertainty, unpredictability, declining moral and ethical values and disrespect for constitutional institutions and authority (UNDP 2008). Richard Sandbrook and Barker
Load more

Recommended publications
  • Long Hill Administration Building Lorraine
    TRUMBUI I. PUBLIC’ SC’l-IOOLS TRUMBULL, CDNNliC1’ICLi1 Regular Meeting — October 2, 2012* Long Hill Administration Building Lorraine R. Smith Assembly Room 7:O() p.m. AGENDA I. PRELIMINARY BUSINESS A. Salute to the Flag B. Correspondence C. Comments and Questions II. PERSONNEL A. Personnel — Mr. lassogna III. CONSENT AGENDA A. Approval/Minutes-Regular Meeting — 9/4/12 B. Approval/Financial Reports as of 8/31/12 — Mr. O’Keefe IV. REPORTS A. THS Literacy Reconfiguration — Dr. Tremaglio, Mr. lassogna B. TIIS Renovation & Hillcrest Pool Updates — Mr. Barbarotta, Mr. lassogna C. Oral Reports 1. Teacher Board Representative 2. Student Board Representatives V. NEW BUSINESS A. Approval/Authorized Signature Change Form — Mr. lassogna 1. 1ED099 Child Nutrition Signature Form 2. Check Signatory Form B. Policies — First Reading 1. Transportation, Policy Code 3541 — Dr. Cialfi, Mrs. Carter 2. Student Conduct on Buses, Policy Code 5114.1 — Dr. Cialfi, Ms. Fisher, Mr. Leninger C. THS Trip to Spain — Ms. Giordano D. Approval/Appointment of Board Member to Delegate Assembly of CABE Mr. [assogna, Mr. Wright VI. OLD 13USINESS A. Approval/Policies — Second Reading 1. Curriculum Development. Policy Code -6141 — Dr. Cialt, Dr. Paslov VII. RECEIVE AND FILE A. Pending Litigation — Dr. Cialfi B. Negotiations — Dr. Cialfi VIII. OTHER *At this meeting, it is anticipated the Board, upon two—thirds vote of members present, will move into Executive Session at the end of the Regular Meeting to continue the process of the Superintendent’s evaluation. TRUMBULL PUBLIC SChOOLS TRUMBULL, CONNECTICUT Report to the Board of Education Regular Meeting. September 18. 2012 Mr. lassogna Agenda item Il-A A.
    [Show full text]
  • Addressing School Related Gender Based Violence in Togo: a Scoping Study
    Addressing School Related Gender Based Violence in Togo: A Scoping Study Freya Johnson Ross, Rosie Westerveld, Jenny Parkes, Elaine Unterhalter, Jo Heslop UCL Institute of Education FINAL VERSION – REVIEWED AND VALIDATED 18/07/2017 1 Table of Contents Acknowledgements ................................................................................................................................. 3 List of acronyms ...................................................................................................................................... 4 List of Tables ........................................................................................................................................... 5 1. Introduction and Overview ................................................................................................................. 6 2. Concepts and Methods ....................................................................................................................... 7 2.1 Sampling and data collection ........................................................................................................ 7 2.2 Key concepts ................................................................................................................................. 8 2.3 Ethical considerations ................................................................................................................... 8 3. Contexts, Patterns and Perspectives on SRGBV in Togo ....................................................................
    [Show full text]
  • Educational Administration and Leadership Vol 14, No. 1 Saint Cloud State University
    St. Cloud State University theRepository at St. Cloud State Educational Administration and Leadership Department of Educational Leadership and Higher Newsletter Education Fall 2017 Educational Administration and Leadership Vol 14, No. 1 Saint Cloud State University Follow this and additional works at: https://repository.stcloudstate.edu/edad_newsletter Part of the Educational Administration and Supervision Commons, and the Higher Education Commons Recommended Citation Saint Cloud State University, "Educational Administration and Leadership Vol 14, No. 1" (2017). Educational Administration and Leadership Newsletter. 16. https://repository.stcloudstate.edu/edad_newsletter/16 This Newsletter is brought to you for free and open access by the Department of Educational Leadership and Higher Education at theRepository at St. Cloud State. It has been accepted for inclusion in Educational Administration and Leadership Newsletter by an authorized administrator of theRepository at St. Cloud State. For more information, please contact [email protected]. Volume 14, Issue 1 NEWS Fall 2017 WELCOME TO THE NEW DR. JOHN ELLER NAMED INTERIM DEPARTMENT CHAIR IGNITE CENTER DIRECTOR FOR FY2018. The EDAD program welcomes Dr. Frances Kayona as Dr. John Eller was granted a sabbatical leave during the Educational Leadership and Higher Education the 2017-18 academic year to engage in research Department Interim Chair. and creative projects at St. Cloud State. During his leave from the EDAD Doctoral Program, he has been Dr. Kayona earned her PHD in educational leadership named the Ignite center Director for the 2017-2018. at Iowa State University in 1998. She joined SCSU in year. 2001 and currently teaches in the Applied Doctorate, Specialist, Post Master’s degree programs in EDAD.
    [Show full text]
  • Education in Ghana. but If University
    DOCUMENT RESUME ED 131 058 95 SP 010 618 AUTHOR George, Betty Stein TITLE Educa-Aon in.Ghana. SPONS AGENCY Offit.':e of Education (DHEW), Washington, D.C. REPORT NO DHEW-OE-75-19119 PUB DATE 76 NOTE 293p. AVAILABLE FROM Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 (Stock No. 017-080-01446-7, $3.35) EDRS PRICE MF-$0.83 HC-$15.39 Plus Postage. DESCRIPTORS *African Culture; *Comparative Statistics; *Developing Nations; *Educational Administration; *Educational Development; *Educational History; Foreign Culture; Statistical Analysis; Statistical Data; Student Teacher Ratio; Teacher Certification; Teacher Education IDENTIFIERS *Ghana ABSTRACT This study, after introducing Ghana's history and people, traces the story of educational development since 1951 and describes the present formal educational system. The subject is divided into four categories of consideration. First, the development of education over the years from colonial times through the modern system that has evolved is discussed. Second, a description of the administration and financing of education is outlined. Third, there is presented a detailed outline of the schools and their programs of study from the elementary through the university level. There is a final summation of enrollment and output patterns, educational expansion, and opportunities. Comprehensive tables provide comparative statistics on the numbers and percentages of those involved in the educational process: past and current student enrollment; government expenditures; actual time spent in the classroom; number of trained and untrained teachers; certification of teachers; and degrees available in higher learning. An appendix of selected references is supplied. (JD) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources.
    [Show full text]
  • Teacher Allocation and Utilization in Africa; Working Document; 2016
    WORKING PAPER TEACHER ALLOCATION AND UTILIZATION IN AFRICA MAY 2016 Pôle EP II de Dakar Contents 1. Overview of the Issue ...................................................................................................................... 3 2. Quantitative Analysis of Teacher Allocation ................................................................................... 4 2.1. Teacher Allocation in Primary Education ................................................................................ 4 2.2. Teacher Allocation in Secondary Education .......................................................................... 11 3. Highly Variable National Teacher Allocation Practices ................................................................. 14 4. Questions to be Addressed ........................................................................................................... 15 International Institute for Educational Planning/Pôle de Dakar (IIEP - UNESCO) The IIEP/Pôle de Dakar is a platform of expertise in education sector policy analysis. Founded in 2001, it has been providing expertise to African governments for over 15 years. The Pôle de Dakar’s activities contribute to UNESCO’s support for the development of effective, feasible, equitable and endogenous education policies in Africa. The ideas and opinions expressed in this document are those of the authors; they do not necessarily reflect the points of view of UNESCO or IIEP. 2 1. Overview of the Issue Among the many challenges education systems in African countries are confronted
    [Show full text]
  • ED289013.Pdf
    7(4 DOCUMENT RESUME ED 289 013 CE 049 070 AUTHOR Landrum, Roger L. TITLE The Role of the Peace Corps in Education in Developing Countries: A Sector Study. Appropriate Technologies for Development. Peace Corps Information Collection & Exchange Reprint Series R-49. INSTITUTION Peace Corps, Washington, DC. Information Collection and Exchange Div. PUB DATE Jul 84 NOTE 265p. PUB TYPE Reports - Research/Technical (143) EDRS PRICE MF01/PC11 Plus Postage. DESCRIPTORS Adult Education; *Agency Role; *Developing Nations; *Education; Foreign Countries; *International Programs; *Policy Formation; *Voluntary Agencies; Volunteers IDENTIFIERS *Peace Corps ABSTRACT This report examines the role played by the Peace Corps education sector in developing countries. Section I providesa general overview of the progress over the past 20years of education assistance. A case study is presented of educationprograms in Sierra Leone. Section II provides an overview of distribution of education volunteers worldwide and by programming categories in 1980. SeCtion III considers the current condition. It describes conditions of education in developing countries, addresses the development significance of education, and presents sketches of conversations with host country officials, Peace Corps staff, andvolunteers. These 30. sketcher convey the influence of the Peace Corps todayon students and education systems in Sierra Leone, Togo, and Kenya. SectionIV identifies policy areas whore decisionscan be made and offers recommendations as to decisions that should be made to guide the activities of the education sector. Appendixes, amounting toover one-half of the report, provide a summary overview of education programs in each of the three regions to which the Peace Corps sends volunteers. Each education program is briefly described.
    [Show full text]
  • Education Fact Sheet - Togo
    EDUCATION FACT SHEET - TOGO In Brief SUMMARY Togo Population: 8.0 million Togo Size: 56,785 sq km/21,925 sq mi National Curriculum: Yes 6+4+3 Literacy: 63.7% Youth Literacy: 84.3% Female Youth Literacy: 78.4% Years of Public School: 13 Primary: 6 Secondary: 7 Language of Instruction: French High School Leaving Exams: Yes Date of Exams: French Baccalaureat (Part II): June 18-June 23, 2018 School System French Colonial Influence: Progressive Leaving Exams The structure and functioning of the Togolese educational system remains almost unchanged from the school model inherited from the colonial French. The current Togolese school system is organized by the education reform of 1975. Thus the levels and types of formal education are still the following: • Primary education which includes pre-primary for children entering at the age of three years, for a period of two years. Pre-primary education is not compulsory. Children enter primary school at the age of five for a period of six years. The certificate of graduation from primary education (CEPD) marks the end of primary school and provides access to middle school. • Junior secondary education (middle school) is four years. The certificate of graduation from junior secondary (BEPC) marks the end of this segment and allows students to access high school. • Senior secondary education (high school) runs three years for admitted students. At the end of the second year, students sit for an examination called the School-Leaving Certificate, part 1 (BAC1 or “Probatoire” in French). This certificate is required to access the terminal class (grade 12 in US system).
    [Show full text]
  • Investing in Education
    22 September 2014 Media & Impact Investing Investing in Education What are your kids up to? Education: an underinvested space USD4.6trn is spent every year on education globally, second only to healthcare, and more than defence and R&D combined. Most of the money goes into salaries, making education an underinvested space. The global investable market cap is USD70bn, versus USD4.0trn in healthcare and USD370bn in defence. We explain why a U-turn may be near. Pressure to improve efficiency of spending In this report, we show how an unaffordable system is forcing governments to experiment with new solutions to do more with less. The US market is the world’s largest, and its educators are increasingly committed to delivering better outcomes at more reasonable prices. This is opening up new pockets of growth. Invest in solutions allowing for cost-effective education Technology is the enabler of this long-term transformation. A flurry of new services has come to the market from established companies such as Pearson (rating upgraded from Reduce to Buy), as well as newcomers. We provide investors with a roadmap to navigate their way through the changes and spot the best-positioned investments. Research team Andrea Beneventi (Media) [email protected] +33 1 7081 5752 Samuel Mary (ESG) [email protected] +44 20 7621 5190 Inigo Egusquiza (Prisa) [email protected] +34 914 36 5112 IMPORTANT. Please refer to the last page of this report for keplercheuvreux.com “Important disclosures” and analyst certification(s) Media & ESG research Contents Acknowledgments ............................................... 5 Executive summary ............................................. 6 Education market size at a glance .................
    [Show full text]
  • Decolonizing Vocational Education in Togo: Postcolonial, Deweyan, and Feminist Considerations
    DECOLONIZING VOCATIONAL EDUCATION IN TOGO: POSTCOLONIAL, DEWEYAN, AND FEMINIST CONSIDERATIONS Tairou Goura and Deborah L. Seltzer-Kelly ABSTRACT The Republic of Togo, like many African former colonies, has struggled to cre- ate a system of vocational education that will aid its efforts to move beyond the status of a satellite to Western economies. We incorporate postcolonial, Deweyan and feminist perspectives to understand how lingering colonialism and neo-colonial forces have hampered reform efforts in one postsecondary vocational program, and have posed a special challenge to the women who comprise the majority of its students. We argue that deeper attention to Dew- eyan principles for critical thought, in conjunction with consideration for local settings, is vital to meaningful and democratizing reform In his landmark work, Democracy and Education, John Dewey (1916/1980) proposed that “democracy is more than a form of government; it is primarily a mode of as- sociated living, of conjoint communicated experience” (93). Given this, he argued, the role of the system of public education in a democracy must not only facilitate individual development, but do so in a way that simultaneously attends to the larger social good. Preparation for vocation was central to this effort, understood not as narrow technical training, but rather as “such a direction of life activities as ren- ders them perceptibly significant to a person, because of the consequences they ac- complish, and also useful to his associates” (316). The threat to that vision lay in a system of vocational education that, rather than serving as a means of preparation for freedom, growth, and social cooperation, instead became “an agency for trans- ferring the older division of labor and leisure, culture and service, mind and body, directed and directive class, into a society nominally democratic” (328).
    [Show full text]
  • Teaching and Learning in Border Towns: a Study in Some
    TEACHING AND LEARNING IN BORDER TOWNS: A STUDY IN SOME JUNIOR HIGH SCHOOLS ALONG THE GHANA-TOGO BORDER By Abella Dorleku (BA Publishing Studies) A thesis submitted to School of Graduate Studies, Kwame Nkrumah University of Science and Technology, Kumasi, in partial fulfilment of the requirements for the degree of MASTER OF ARTS IN ART EDUCATION Faculty of Art, College of Art and Social Sciences November, 2013 © 2013 Department of General Art Studies i DECLARATION I declare that this thesis hereby submitted is the result of my own work except where I have indicated or acknowledged the sources quoted by means of complete references. The product is the result of my effort towards the Master of Arts (Art Education) through the professional guidance of the recognised supervisor, whose name appears below. Abella Dorleku (PG 4421510) (Student’s Name & ID) …………………. ………………... Signature Date Certified by: Nana Afia Opoku-Asare, Mrs. ………………… ……...………… (Supervisor’s Name) Signature Date Certified by: Dr. P. Osei-Poku ………………… ..……..…..…….. (Head of Department’s Name) Signature Date ii ACKNOWLEDGEMENTS I wish to express my thanks to the following people who helped to make the completion of this research possible: Firstly, I thank the Mighty Jesus Christ for giving me the strength, wisdom and courage to persevere and complete this study. May glory and honour be unto the Lord. Nana Afia Opoku-Asare, Mrs., my supervisor, is thanked for the assistance and support that she gave me during the research process and writing of this thesis. I thank her especially for her expertise that she generously shared with me and ensuring that I submit this thesis in time.
    [Show full text]
  • Togo): Strengths and Weaknesses Julienne Noudé TECLESSOU1*, Essossinam KPELAO2 and Bayaki SAKA1
    TECLESSOU et al. BMC Medical Education (2020) 20:95 https://doi.org/10.1186/s12909-020-02010-x RESEARCH ARTICLE Open Access Evaluation of the “license, master, doctorate” reform in medical school of University of Lomé (Togo): strengths and weaknesses Julienne Noudé TECLESSOU1*, Essossinam KPELAO2 and Bayaki SAKA1 Abstract Introduction: The License, Master and Doctorate (LMD) reform that structured high studies in three cycles, has been instituted since the Bologna declaration in 1999. To be conformed to international standards, the LMD system has been instituted in University of Lomé in 2009 to foster pathways between medical and paramedical training. The purpose of this study was to evaluate the strengths and weaknesses of the LMD reform since its introduction in medical school of Lomé. Method: It was an opinion survey conducted during four months in University of Lomé among the medical school’s teachers about strengths and weaknesses of LMD reform since its application. The strengths were defined as all facilities brought by LMD reform in organization of courses and practices, evaluations, new Information and Communication Technologies (ICTs) (internet, video projector, courses on line). The LMD weaknesses were defined as any problem that it could generate. Results: Of 113 resident teachers of the medical school of Lomé, seventy-six have completed the questionnaire (67.2%). The majority of teachers (74) thought that the introduction of LMD reform will make Lomé medical school fit into international standards. The availability of the video projectors was mentioned by 90.8% of the teachers and 82.9% of them used it for teaching. Online course was not available.
    [Show full text]
  • BTI-2021-Togo-Authorsversion.Pdf
    A Service of Leibniz-Informationszentrum econstor Wirtschaft Leibniz Information Centre Make Your Publications Visible. zbw for Economics Kohnert, Dirk Book Part — Manuscript Version (Preprint) BTI - Togo Country Report: Political and Socio- Economic Development (2019-2021) Suggested Citation: Kohnert, Dirk (2021) : BTI - Togo Country Report: Political and Socio- Economic Development (2019-2021), In: BTI 2021 - Togo Country Report, forthcoming, Bertelsmann Foundation, Gütersloh This Version is available at: http://hdl.handle.net/10419/225334 Standard-Nutzungsbedingungen: Terms of use: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Documents in EconStor may be saved and copied for your Zwecken und zum Privatgebrauch gespeichert und kopiert werden. personal and scholarly purposes. Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle You are not to copy documents for public or commercial Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich purposes, to exhibit the documents publicly, to make them machen, vertreiben oder anderweitig nutzen. publicly available on the internet, or to distribute or otherwise use the documents in public. Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, If the documents have been made available under an Open gelten abweichend von diesen Nutzungsbedingungen die in der dort Content Licence (especially Creative Commons Licences), you genannten Lizenz gewährten Nutzungsrechte. may exercise further usage rights as specified in the indicated licence. www.econstor.eu Author’s extended and annotated version of BTI 2021 – Togo Country Report’, forthcoming Togo’s Political and Socio-Economic Development (2019 – 2021) Dirk Kohnert 1 Source: “No to 50 years more”, Africa Youth Movement statement on protest in Togo #TogoDebout/ iDA Abstract: The Gnassingbé clan has ruled the country since 1967.
    [Show full text]